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Creating an Emotion Revolutionin Connecticut Schools

MMAARRCC AA.. BBRRAACCKKEETTTT,, PPHH..DD..DIRECTOR, YALE CENTER FOR EMOTIONAL INTELLIGENCE

PROFESSOR, YALE CHILD STUDY CENTER

@marcbrackett @YaleEmotion @RULERapproach #EMOTIONSMATTER

Contact: marc.brackett@yale.edu

School: An Emotional Rollercoaster

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How High School Students Feel

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happy

How High School Students Feel: SES

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SOCIOECONOMIC STATUS

WellbeingStressedBored

Students’ Feelings Matter

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SSttuuddeennttss wwhhoo eexxppeerriieennccee:: TTeenndd ttoo FFeeeell

Meanness & Cruelty Fearful & Hopeless

Positive Relationships Accepted & Connected

Engaging Instruction Hopeful & Interested

Relevance & Meaningfulness Happy & Respected

Gender Identity and Feelings in H.S.

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Gender Identity

0

5

1 0

1 5

2 0

2 5

3 0

Ha ppy An xio u s De p res se d

Ma le F em a le T ran s ge nde r Di ffe ren t

Sexual Orientation

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Sexual Orientation and Feelings in H.S.

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Gender Identity

Sexual Orientation

Gender Identity

0

5

10

15

20

25

30

Happy Anx ious Depres s ed

Heterosex ual Les bian/G ay Bisexual Other

How Educators Feel

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GGrreeaatteerrNNeeggaattiivvee AAffffeecctt

UUnnhheeaalltthhyySScchhooooll CClliimmaattee

GGrreeaatteerrBBuurrnnoouutt

SSttrreessss--rreellaatteedd AAbbsseenncceessSSlleeeepp TTrroouubblleess

MMeennttaall HHeeaalltthh PPrroobblleemmssBBooddyy MMaassss IInnddeexx ((BBMMII))

Climate, Teacher Emotions, & Key Outcomes How People in the Workplace Feel

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How People Hope to Feel

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How We Feel is Out of Balance

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PLEASANTNESS

ENERGY

STRESSED

ANXIOUSHAPPY

BOREDTIRED CALM

EXHAUSTEDDEPRESSED

FRUSTRATED

OVERWHELMED

EXCITED

JOYFUL

SATISFIED

FULFILLED

LONELY

Our students, educators, and workforce are spending 70-80% of their days in the RED and BLUE

While the goal is not to be YELLOW and GREEN all of the time, we need greater balance!

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Our Vision

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TO USE THE POWER OF EMOTIONS TO CREATE A HEALTHIER AND MORE EQUITABLE, INNOVATIVE,

AND COMPASSIONATE SOCIETY

Emotions Matter

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AATTTTEENNTTIIOONN,, MMEEMMOORRYY,, AANNDD LLEEAARRNNIINNGG

DDEECCIISSIIOONN MMAAKKIINNGG

RREELLAATTIIOONNSSHHIIPP QQUUAALLIITTYY

PPHHYYSSIICCAALL AANNDD MMEENNTTAALL HHEEAALLTTHH

PPEERRFFOORRMMAANNCCEE AANNDD CCRREEAATTIIVVIITTYY

Emotions Matter

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ATTENTION, MEMORY, AND LEARNING

All learning has an emotional base

–Plato

• Chronic disengagement and absenteeism are at record highs

• Emotions drive student motivation and engagement

• Linking emotions to learning ensures that instruction is personally relevant, that content is processed deeply, and helps students to discover their purpose and passion

Emotions Matter

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DECISION MAKING

Your intellect may be confused, but your emotions will never lie to you

-Roger Ebert

• Emotions influence decisions both consciously and unconsciously

• How teachers feel influences their evaluations of students

• How students feel influences their choices around drugs and risky behavior

Emotions Matter

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RELATIONSHIP QUALITY

I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.

-Maya Angelou

Emotions are signals to approach or avoid. • When we fee joyful, pride, etc. we’re likely to approach

• When we feel sad we are less like to approach and we avoid social interactions

Emotions Matter

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PHYSICAL AND MENTAL HEALTH

Emotional sickness is avoiding reality at any cost. Emotional health is facing reality at any cost.

-M. Scott Peck

• Our emotions cause physiological reactions within our brains, releasing powerful chemicals which, in turn, affect our physical health, which in impacts our emotional state. That’s why physical sickness can be caused by a mind under emotional stress. But there’s also the opposite phenomenon: physical wellness that’s fostered by positive feelings.

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Emotions Matter

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PPEERRFFOORRMMAANNCCEE AANNDD CCRREEAATTIIVVIITTYY

Our feelings are not there to be cast out or conquered. They're there to be engaged and expressed with imagination and intelligence

-T.K. Coleman

• Creativity has been in decline for the past two decades. Children have become less emotionally expressive, less imaginative, less unconventional, less passionate…

• Creativity is especially important in the face of adversity

• Emotions are both the spark that fires the engine of creativity and the fuel that keeps the firing burning

What is Emotional Intelligence?

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Emotions matter!

What are the skills that comprise emotional intelligence?

Emotional Intelligence

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Emotional Intelligence among Youth

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LLOOWWEERR IINN EEII

§ Conduct problems

§ Aggressive behavior

§ Hyperactivity/attention problems

§ Risky sexual behavior

§ Substance abuse

§ Social deviance

§ Anxiety/depression

HHIIGGHHEERR IINN EEII

§ Empathy

§ Well-being

§ Quality relationships

§ Prosocial behavior

§ Satisfaction with school

§ Leadership skills

§ Academic achievement

Emotionally Intelligent Educators

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• Have greater sensitivity and empathy

• Are rated as more effective

• Receive higher performance ratings

• Are less stressed and burnt out

• Have greater job satisfaction

• Build more positive classroom climates

• Have students who perform better

Principal EI Matters for Teacher Wellness!

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High EILow EI

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2.00

2.50

3.00

3.50

4.00

4.50

Principal EI does not influence Workload

Low HighPrincipal EI

Teacher report of workload

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Principal EI influences teachers’ Burnout

Teachers’ Emotional Exhaustion

0

0. 5

1

1. 5

2

2. 5

3

3. 5

4

4. 5

5

Low SEL Hi gh SELLow HighPrincipal EI

Principal EI influences Turnover Intentions

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“I intend to leave the teaching profession.”

0

0. 5

1

1. 5

2

2. 5

3

3. 5

4

Low EI Hi gh EILow HighPrincipal EI

Principal EI influences Job Satisfaction

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Teachers’Job Satisfaction

0

1

2

3

4

5

6

Low EI Hi gh EILow HighPrincipal EI

What is Emotional Intelligence?

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Emotions matter!

Emotional intelligence is real!

How do we create emotionally intelligent schools?

Social and Emotional Learning

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SSeellff--aawwaarreenneessss

SSeellff--mmaannaaggeemmeenntt

SEL CURRICULUM & INSTRUCTIONTHE

CHILD

Recognize

Understand

Label

Express

Regulate

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Social and Emotional Learning

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MMoovviinngg ffrroomm:: aa ppiieecceemmeeaall mmooddeell• Rules• Assemblies• Classroom kits• Simple lessons• Flavor of the month

TToo aa::SSyysstteemmiicc AApppprrooaacchh• Theory-driven• Evidence-based• Training and support for all stakeholders• Sustainable with lasting results

RULER Theory of Change

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Enhanced mindset (“emotions matter”)

Deepened social & emotional skills

Healthier emotional climates in schools and homes

Improved leader & teacher effectiveness & retention

Increased engagement, attendance, & academic performance

Better relationships; reduced bullying

Enhanced decision making; reduced drug, alcohol & discipline problems

Less stress & anxiety; greater health & wellbeing

(Ski

lls |

Too

ls |

Ped

agog

y)

Training for school leaders, educators, & staff

Classroom integration across all grades

Infusion into mission & schoolwide practices & policies

Family Education

After school (OST)

Anchors of Emotional Intelligence

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The Mood MeterHow are you feeling?

As a class, we want to feel…

In order to have thesefeelings consistently,

we will…

We will prevent and manage conflict by…

Emotional Intelligence Charter Take a Meta–M ment Solve problems with

The Blueprint

© 2012 Ruler Group, LLC www.therulerapproach.org

The Charter: Too many rules, not enough feelings

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The Charter: Classrooms

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The Charter: High school

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The Mood Meter: Name it to Tame it

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PLEASANTNESS

ENERGY

ENRAGED

ANXIOUS

ANNOYED

SURPRISED

ELATED

CHEERFUL

BOREDDISAPPOINTED

SERENE

CALMCONTENT

ECSTATIC

JOY

PEACEFULHOPELESS

WORRIED

DEPRESSED

Mood Meter: Feeling Words Curriculum

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Nervous anxious overwhelmedSad down hopelessCalm serene contentHappy excited ecstatic

(1) Personal Association

(2) Academic and Creative Link

(3) School-home Partnership

(4) Strategy Session

The Mood Meter: Emotion Regulation

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PLEASANTNESS

ENERGY

PUT A DIFFERENT SPIN ON IT

TALK TO A FRIEND

THINK ABOUT SOMEONE WHO INSPIRES YOU

MUSIC

TAKE A WALK

BREATHING EXERCISE

USE POSITIVE SELF-TALK

LEAVE THE SITUATION

• SSppeecciiffiicc

• PPeerrssoonnaalliizzeedd

• AAggee aapppprroopprriiaattee

• CCuullttuurraallllyy rreessppoonnssiivvee

• EEnnccoouurraaggeedd

• PPrraaccttiicceedd

• EEvvaalluuaatteedd

• RReeffiinneedd

The Mood Meter: Teaching and Learning

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PLEASANTNESS

ENERGY

PROOFING/EDITING

SHOWINGEMPATHY

CREATIVEWRITING

BRAIN-STORMING

JOURNALWRITING

BUILDINGCONSENSUS

PERSUASIVEWRITING

DEBATING

The Mood Meter

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The Mood Meter

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The Mood Meter

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The Mood Meter App

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www.moodmeterapp.com

The Meta Moment

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“Between stimulus and response, there is a space. In that space lies our freedom and power to

choose our response. In our response lies our growth and freedom.”

~Viktor E. Frankl

The Meta Moment: From Suspensions to Skill-building

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The Meta Moment

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The Blueprint: From Me to We

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Solve problems with

The Blueprint

© 2012 Ruler Group, LLC www.therulerapproach.org

Describe

RULER Skill Me Other Person

Recognize& Label

Understand

Express& Regulate

Reflect & Plan

How did I feel?

What causedmy feelings?

How did I expressand regulate myfeelings?

How did ____ express and regulate his/her feelings?

What happened?

What could I have done to handle the situation better? What can I do now?

How did ____ feel?

What caused ____’s feelings?

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Optimizing Intelligences for High School

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WWhhoo aamm II?? (mindset, personality, motivation)

WWhheerree ddoo II wwaanntt ttoo ggoo?? (visioning, goal setting)

WWhhaatt ddoo II nneeeedd ttoo ggeett tthheerree?? (critical thinking, creativity, emotional intelligence, wellbeing)

RULER Phases of Implementation

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Student Implementation and Family Engagement

Readiness/Planning

Staff Personal and Professional LearningSchool Leaders | Educators | Non-Teaching Staff

Lower Elementary

Sustainability and Innovation

Early Childhood

Upper Elementary

Middle School

High School

RULER Makes a Difference

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Students:• Less anxious and depressed• More developed emotional skills• Fewer attention problems• Better academic performance• Greater leadership skills

Teachers: • More engaging, supportive, and effective• Less burnout and greater job satisfaction

Classrooms/Schools:• More positive climates and less bullying

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Legislators

Connecticut Association of Public School

Superintendents

Connecticut Association of

Secondary Schools

Changemaker Fellows Superintendents

ofSchools

Cooperative Educational

Services (RESC)

Making Connecticut the First Emotionally Intelligent State

Connecticut Association of

Boards of EducationDepartment of

Education

A Statewide Approach for CT

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Superintendent Retreat, Summer 2018

• Superintendent + 2 to 3 district-level administrators

• July 9, 10, 11 at Yale University

• Focus on leadership development and systemic integration of social and emotional learning

• Subsidized by the Seedlings Foundation

• Contact: Jennifer Allen – Jennifer.a.allen@yale.edu

It’s time for an Emotion Revolution

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• Emotions Matter

• Emotional Intelligence (EI) is real

• There are creative ways to develop EI and integrate SEL

• Systemic approaches to SEL will produce the best results

• It’s never too early or late to cultivate EI

• Together, we can build a healthier, and more equitable, innovative, and compassionate CT so all children can thrive and achieve their dreams

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It’s time for an Emotion Revolution

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PLEASANTNESS

EN

ER

GY

TThhaannkk yyoouu!!

““NNoo oonnee ccaarreess hhooww mmuucchh yyoouu kknnooww,, uunnttiill tthheeyy kknnooww

hhooww mmuucchh yyoouu ccaarree””

TTHHEEOODDOORREE RROOOOSSEEVVEELLTT

SSoocciiaall mmeeddiiaa:: @marcbrackett @YaleEmotion @RULERapproach

MMyy eemmaaiill:: marc.brackett@yale.edu

MMyy aassssiissttaanntt:: michelle.lugo@yale.edu

WWeebbssiitteess:: ei.yale.edu; ruler.yale.edu

RRUULLEERR ttrraaiinniinngg:: jennifer.a.allen@yale.edy